(Re)construir sentido(s) de ensinar-aprender libras: diálogos com e entre professores em formação inicial

Abstract

This Doctoral thesis is created from the reflections built in the context of the Teaching Methodology of Libras (MEL) discipline of the Languages-Libras (LL) Course: Degree at the Federal University of Alagoas – UFAL. Formed at the crossroads, at the border, at the dialogical meeting point, its methodological process could not be other than one that would make this movement possible and, in this case, I weave what I understand as the perspective of dialogicity. Beyond the methodological thinking, which brings to its core Boaventura (2008), the narrative research of Clandinin and Connelly (2011) and the narrative of Bruner (1991), this perspective is also an axis of support and theoretical connection. Thus, in the theoretical-epistemic fluidity, I have the Bakhtinian dialogism ([1929] 2006; [1979] 2011) that, beyond to helps me to understand the investigated materialities, it is a conceptual contribution to the entire process of this investigation that begins in the development of discipline MEL and extends to the production of this work. Similarly, the perspective of dialogicity weaves ties with Epistemologies of the South (SOUSA SANTOS; MENESES, 2009; SOUSA SANTOS, 2018), with (de)colonial studies (QUIJANO, 1992; ACOSTA, 2016; BERNARDINO-COSTA; MALDONATO-TORRES; GROSFOGUEL, 2019; KRENAK, 2019, CÉSAIRE, 2020) and with: teacher training (JUCÁ, 2016; MEDRADOS, 2016; HOOKS, 2019), teaching practice (FREIRE, 1967, 2019), discursive construction and the classroom (MOITA LOPES , 2002), an Applied Linguistics of Emerging (MOITA LOPES, 2009) and research and action agenda in Applied Linguistics (KLEIMAN, 2013; JORDÃO, 2016). However, these dialogues are not antecedents, but precedents, required from the problematizations constructed based on the records made by of these instruments: lesson plans, reflective diaries and narrative interviews. Conceived and understood in the discourse/teaching practice unit configured in this thesis, I identified, mainly, through an exercise of teaching practice provided in the MEL discipline, the main discourses that constituted the context of the classroom in the relationship with and among teachers in training (PFIs). That said, I aimed with this investigation to (re)build meanings of teaching-learning Libras from discursive practices developed with and by the PFIs in the MEL discipline of the LL Course at Ufal and, for that, I drew the next specific objectives: 1) identifying the discursive practices built with and by the PFIs in MEL; 2) problematizing a possible relationship between such discursive practices and the teaching practices developed in the discipline; and, finally, 3) configuring the meaning(s) of teaching-learning Libras constructed with and by the PFIs in this same academic context of investigation. As a result of these objectives, I identified three main objects of discourse (prejudice, ethics and transformation) that staged a dialogic meeting of the next discourses: the aula-vida discourse, the split, the prejudice discourse, the anti-prejudice discourse, the ethics discourse, the neutrality discourse, the transformation and resistance discourse. This allowed me to configure meanings that have constituted Libras' teaching-learning processes and, thus, in a reconstruction movement, propose another one, alternatively coordinated by an ethical stance in favor of marginalized narratives and geopolitical bodies (FREIRE, 2019; FANON, 1968), the result of a teaching practice that makes classroom life inseparable. Thus, through the understandings and reflections presented and developed in this thesis, I understand that I can build and contribute with knowledge that establish more horizontal dialogues with other particularities concerning teacher education, especially that of Libras teachers, as well as contributing to investigations that propose to recognize the contingencies of social realities and thus, be utopian alternatives to them (SOUSA SANTOS, 2018).